Language learning in the Classroom for Secondary and Batxillerat Using role play to inspire oral communication in the classroom

Language Production (Teaching Oral English, David Byrne) Language learning often stops at the practice stage. However it should not be assumed that learning has taken place until the students are able to use the language for themselves. “It is through these opportunities to use language as they wish, to try to express their own ideas, that the students become aware that they have learned something useful to them personally” (Teaching Oral English, David Byrne) Normally opportunities are not available outside the classroom therefore provision must be made within the lesson.

Contents What is role play? Drama or role play? Why use role play? Who can use role play? When to use role play Role plays in action -: using the course book; using video using song Guided Role plays Role of the Teacher Role play “Top tips”

What is role play? Role - playing a part in a specific situation. Play - the role is taken in a safe environment in which students can be as inventive and playful as possible.

Role play or drama? It is a fine line between role play and drama, both involve practising and performing. Drama, however is more concerned with the final product (usually performed publicly). By contrast, role plays are private performances where the process of playing the part rather than the finished product is the chief concern.

Why use role play? Its fun and motivating It’s safe Low input - high output Opportunity to reinforce specific structures, Lexis, intonation patterns, etc. Emphasis on fluency not accuracy The world of the classroom is broadened Its safe (working within specific situations students can hide behind a role)

Who can participate in role play? Role play can be effectively used by all students regardless of age or level! At elementary level students will need to be supplied with the language. At higher levels students will not need so much support. Structures should be drilled to familiarise students with pronunciation and the nuances in intonation.

When to use role play Fluency and speaking practice Review and practice specific lexical areas Reinforce grammar structures Confidence building Speaking and listening assessments Motivation after exams

What is a Guided Role-play? Elicit the stages in planned interaction Elicit phrases (if necessary L1- L2) Write out role play practice with notes practice without notes

Guided Role-plays in action – where to look for inspiration Using the course book Using music Using video

Using music Songs with a story Sentence completion Listening and gap fill Comic strip Role-play comic strip

The roles of the language teacher Present (new language) using worksheets - try to anticipate the language that your students will need. Make and use worksheets to practice and prepare beforehand Drill the language With students prepare Guided Role Play (dialogue guide) Supervise and correct written work Create props e.g. pizzas, food, shops, clothes, outfits etc Demonstrate yourself with your stronger students Supervise student practice Feed back and error correction

Top Tips Keep it real, keep it relevant - don’t choose scenarios with which students have no experience. Prepare for success. Demonstrate Provide clear instructions - Ensure students have understood the situation and what is expected of them. Begin with pair work rather than group work. Start with shorter activities and then extend. Bring situations to life - use realia and props. Teachers Role, organiser, demonstrator/role model, dictionary, observer, assessor. Distinguish between noise and chaos. Do not underestimate preparation time Do not let error correction interrupt role play